Cenas alfabetizadoras

Abstract

The dissertation is linked to the line of History and Philosophy of Education and the researcher to the Pedagogy of Difference Study Group. The research has as title, and theme, the literacy scenes, its cartographic method focuses on classroom scenes (RANCIÈRE, 2021, LADEIRA, 1978, CORAZZA, 2005) written in the atelier space by literacy teachers from the Municipality of Veranópolis - RS. In this space, the question arises: how do the literacy teachers participating in the atelier teach literacy? The research text is formed by cartographic lines that are made in four blocks: the first shows life scenes of a teacher (CORAZZA, 2005) and classroom scenes that move the cartographer-literacy teacher. The second block moves studies of the literacy pedagogies: the literacy methods, the psychogenetic processes and the literacy (MATOS, 2009; MORTATTI, 2000; 2004; SOARES, 2001). The third block shows the elaboration of the atelier. The last block - closing the study with the scenes written by twelve literacy teachers from the Municipality of Veranópolis - RS - brings back the dissertation question, affirming that the participants from the atelier teach literacy the way the french writer Roland Barthes (2003b) named: how of living together. The scenes written express that the literacy teachers teach literacy through rhythms of hetero-rhythmy and idio-rhythm (BARTHES, 2003b). The literacy scenes through rhythms of hetero-rhythmy are written by the practices of literacy pedagogies. The heterorhythmic scenes themselves also express an attempt at literacy rhythm, searching the movement of idio-rhythm - the movement to remove the most singular moments during the literacy process in the classroom. [resumo fornecido pelo autor]